Example primary IDSR

URN: 888888         LAESTAB: 8888888        

Local authority: NA

Phase of education: NA         Type of education: NA

Release information: Final 2024 Phonics, Revised 2024 KS2

Release date: 6 February 2025        IDSR news page

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Important information

The IDSR summarises and analyses the available data about a school. It is also designed to align with our school inspection handbook, to inform inspectors’ conversations with school leaders. It is not intended to be an exhaustive profile of a school or to provide any judgement or assessment of the school.

The IDSR can contain sensitive information about schools and colleges. It is your responsibility to make sure you store and share the IDSR securely. Please see our guidance (linked to below) for our IDSR conditions of use and storage statement.

Data is presented in the IDSR based on the URN to which it is assigned. Where a school’s URN has changed within the timeframes represented in the IDSR, data will be displayed in different reports.

Online guidance can be found here.

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School characteristics

	2022	2023	2024
School number on roll	Well above average 539	Well above average 524	Well above average 512
School % FSM6	Above average 39	Well above average 41	Well above average 40
School % SEN support	Well above average 20	Well above average 21	Above average 17
School % EHC plan	Well above average 3.9	Well above average 3.8	Above average 4.1
School % EAL	Below average 4	Below average 3	Below average 5
School % stability	Well above average 90	Above average 87	Above average 87
Pupil base deprivation	Well above average	Well above average	Well above average
School location deprivation	Well above average	Well above average	Well above average

Guidance

The chart shows school level information for 2022, 2023, and 2024. The information is based on the January census returns for those years, as supplied by the Department for Education.

If the text states ‘Well above average’ and the box is shaded blue, this means the figure is in the highest 20% compared to all schools. If the text states ‘Well below average’ and the box is shaded orange, this means that the figure is in the lowest 20% compared to all schools. If the text states ‘Above average’ this means the figure puts the school in the 21%-40% of schools category. If it states ‘Below average’, the figure puts the school in the 61%-80% of schools category.

Average in this chart refers to median.

Except for the school location deprivation measure, schools are compared with other schools in the same phase: primary (including middle deemed primary) or secondary (including middle deemed secondary and all throughs). Special schools are compared against the national distribution for secondary schools.

FSM6 in this chart refers to the percentage of pupils in receipt of FSM at the time of the January census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years.

Stability is a measure of the percentage of students who were admitted to the school at the standard time of admission. The stability percentage is calculated by dividing the number of pupils who meet the stability criteria by the number of all eligible pupils (pupils in Years 1 to 11 with a single or main dual registration at the school at the time of the January school census).

Information regarding the level of deprivation in the local area in which the school resides, together with an aggregated pupil-derived deprivation indicator is provided. Each deprivation indicator is based on the English indices of deprivation from 2019.

You can read further information about the data used for the local area deprivation. For deprivation measures, ‘Above average’ means “more deprived” and ‘Below average’ means “less deprived”.

There is additional guidance about this section.

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Year group characteristics 2024

	Number on roll	% FSM6	% EAL
Reception	61	31	6
Year 1	63	30	3
Year 2	71	34	2
Year 3	68	34	4
Year 4	70	58	5
Year 5	71	47	8
Year 6	69	48	2

Guidance

The year group characteristics table shows information about pupil characteristics for each year group.

The table presents data for pupils who were recorded as part of the January 2024 school census. As such, the data presented against each year group is about the cohort that was in that year group last academic year. For example, the data in the year 7 column is about the cohort who were in year 7 in the 2023/24 academic year, not the cohort who are in year 7 in the current (2024/25) academic year.

The measures included in the table are:

• the number of pupils on roll
• the percentage of pupils in receipt of FSM at the time of the October census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years (available for year groups from Reception to year 11 inclusive; FSM data is not collected for sixth forms)
• the percentage of pupils whose first language is not English or is believed to be other than English

No highlighting is applied to this table, figures are presented purely for information.

There is additional guidance about this section.

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Ethnicity 2024

Whole school

Table

Ethnicity group	Ethnicity	School %	School national %
Asian or Asian British	Bangladeshi	0.0	1.8
Asian or Asian British	Chinese	0.0	0.8
Asian or Asian British	Indian	0.6	4.0
Asian or Asian British	Pakistani	0.0	4.5
Asian or Asian British	Any other Asian background	0.7	2.2
Black or Black British	African	0.4	4.8
Black or Black British	Caribbean	0.0	0.9
Black or Black British	Any other Black background	0.6	0.8
Mixed	White and Asian	0.2	1.7
Mixed	White and Black African	0.0	0.9
Mixed	White and Black Caribbean	0.4	1.6
Mixed	Any other Mixed background	1.1	2.8
White	British	92.3	61.4
White	Gypsy/Roma	0.0	0.3
White	Irish	0.0	0.2
White	Traveller of Irish heritage	0.0	0.1
White	Any other White background	0.9	7.2
Any other ethnic group	Any other ethnic group	0.0	2.4

Guidance

The source data for this table is the Department for Education January 2024 census.

The whole school measure includes all year groups in the school.

The % value displayed on the bar is the school proportion.

If the school has a sixth form, a separate ethnicity chart will be displayed.

There is additional guidance about this section.

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SEN characteristics 2024

Type of resourced provision: No resourced provision
Capacity:
Type of SEN provision:
Number of pupils with SEN who are also FSM6 and/or CLA: 52

SEN primary need	SEN support (80)
	R	Y1	Y2	Y3	Y4	Y5	Y6	Total
Moderate Learning Difficulty	0	1	0	1	1	0	3	6
Social, Emotional and Mental Health	0	1	2	3	1	3	6	16
Speech, Language and Communication Needs	4	7	8	12	7	6	5	49
Visual Impairment	0	0	0	0	0	1	0	1
Physical Disability	0	1	0	0	0	0	1	2
Autistic Spectrum Disorder	0	1	0	0	1	1	0	3
School Support NSA	0	0	1	0	1	0	0	2
Other Difficulty/Disability	0	1	0	0	0	0	0	1
Year group totals	4	12	11	16	11	11	15	80

SEN primary need	EHC plan (21)
	R	Y1	Y2	Y3	Y4	Y5	Y6	Total
Specific Learning Difficulty	0	0	0	0	0	1	0	1
Moderate Learning Difficulty	0	0	0	0	0	1	2	3
Social, Emotional and Mental Health	0	0	2	0	0	0	1	3
Speech, Language and Communication Needs	0	1	2	0	1	2	1	7
Visual Impairment	1	0	0	0	0	0	0	1
Autistic Spectrum Disorder	3	1	0	0	1	1	0	6
Year group totals	4	2	4	0	2	5	4	21

Guidance

The tables display the number of pupils in the school with SEN and what the primary need category is. Separate tables for pupils with SEN support and those with an EHC plan are presented if the school has any pupils within these categories.

No highlighting is applied to this table, figures are presented purely for information.

The text above the tables displays if the school has any resourced provision. This could be a SEN unit, resourced provision or both. The capacity represents the capacity of the provision displayed. The type of SEN provision will list, where applicable, the type of SEN provided for. This section also displays how many pupils with SEN have received FSM at any time during the last 6 years and/or are children looked after (CLA) (in the care of the local authority for a day or more or who have been adopted from care).

The Department for Education January 2024 census provides data for this table.

There is additional guidance about this section.

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The trust

As of 1 February 2025:

• this school is part of a Trust which contains 13 primary schools, 2 secondary schools, no special schools, no alternative providers and no pupil referral units.
• the latest inspection outcome for this school is: graded, not in a category of concern.
• the MAT grade profile was:

Schools last inspected prior to September 2024

• outstanding graded - 0
• good graded - 5
• requires improvement graded - 0
• inadequate graded - 1
• ungraded, school remains good - 2

Schools inspected from September 2024 onwards

• graded, not in a category of concern - 2
• graded, serious weaknesses - 0
• graded, special measures - 0
• ungraded, improved significantly - 0
• ungraded, standards maintained - 0
• ungraded, some aspects not as strong - 0

Schools not yet inspected

• not yet received graded or ungraded inspection - 5

Guidance

The source data for this section is Ofsted inspection outcome data and the Department for Education’s Get Information about Schools (GIAS) service as at the month of the release.

It provides the multi-academy trust (MAT) to which the school belongs, the school’s latest inspection outcome and the number of schools, by phase, in the trust. All-through schools are counted as secondary schools. Colleges are not counted.

It also provides the grade profile of the schools within the MAT, using the latest inspection outcome each school has received under its current URN. Schools inspected in the academic year 2024/25 will not receive an overall effectiveness grade. As such, the grade profile is split into 2 sections:

• schools last inspected before September 2024
• schools inspected from September 2024 onwards

Each school’s latest inspection outcome, whether relating to a graded or ungraded inspection, will be used. If a school was last inspected under a different URN before it joined the MAT, the school will be counted in the ‘not yet received graded or ungraded inspection’ group until it is inspected as part of the MAT. However, if a school was last inspected before it joined the MAT but still possesses the same URN as it had on inspection, the outcome from that inspection will be counted in the grade profile.

There is additional guidance about this section.

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Staffing

• There is nothing to highlight for the proportion of education support staff relative to teaching staff.
• Per pupil spending was in the highest 20% of similar schools in 2022/23 for: Supply teaching staff, Educational consultancy.
• Per pupil spending was in the lowest 20% of similar schools in 2022/23 for: Education support staff, Teaching staff.
• The percentage of teachers with at least one period of sickness absence was significantly above national in: 2020/21.
• There is nothing to highlight for days lost to teacher absence (4 days) in 2022/23.
• At the time of the November 2023 census, there were no full-time vacant teacher posts in the school.
• There is nothing to highlight for staff turnover in 2022, 2021 or 2020.

Guidance

This section presents information on several areas relating to staffing.

Sickness absence data for 2020/21 was collected in the November 2022 census and was affected by the COVID-19 pandemic.

It is not possible to draw accurate comparisons with previous time periods due to factors including partially limited school openings, delivery of education via virtual means, and potential differences in the recording of sickness absence. The figures relate to sickness absence only and do not include non-attendance due to, for example, isolation and shielding.

Information relating to school spending is sourced from the Education and Skills Funding Agency’s 2022/23 data. All other information is sourced from the Department for Education’s November 2023 and earlier school workforce censuses.

There is additional guidance about this section.

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Absence

School

	Absence
	2021/22 (3 term)	2022/23 (3 term)	2023/24 (2 term)
School %	7.3	6.1	6.5
Comparison to all schools	Highest 20%	–	–
Comparison to schools with a similar level of deprivation	–	–	–

	Persistent absentees
	2021/22 (3 term)	2022/23 (3 term)	2023/24 (2 term)
School %	21.5	16.8	12.6
Comparison to all schools	–	–	–
Comparison to schools with a similar level of deprivation	–	Lowest 20%	Lowest 20%

Local authority

	Absence
	2023/24 (Whole academic year)	2024/25 (Year to date)	06 Jan - 10 Jan 2025 (Weekly)
Local authority %	7.2	5.8	7.5
Comparison to all local authorities	Highest 20%	Highest 20%	Highest 20%

Guidance

School-level absence data is based on 2 terms for 2023/24, and 3 terms for 2022/23 and 2021/22. The chart shows when the school percentage for absence or persistent absentees was in the highest or lowest 20% for ‘all schools’ or for ‘schools with a similar level of deprivation’. For the ‘all schools’ comparison, schools are compared with other schools in the same phase: primary (including middle deemed primary) or secondary (including middle deemed secondary and all throughs). Special schools are compared against the national distribution for secondary schools. For the ‘schools with a similar level of deprivation’ comparison, schools are compared with other schools in the same phase of education and with a similar level of deprivation (in the same IDACI quintile based on deprivation of the pupils in the school cohort).

Comparison data is only shown when the school is in the highest or lowest 20%.

The information is based on Department for Education pupil level absence data collected via the school census.

Local authority-level absence data is based on the previous academic year and the current academic year up to and including the most recent week about which we hold data, which is also displayed separately. The chart shows when the local authority percentage for absence was in the highest or lowest 20% for all local authorities.

Comparison data is only shown when the local authority is in the highest or lowest 20%. Special schools are compared with the national value for secondary schools.

The information is based on pupil level daily attendance data submitted by schools to the Department for Education.

There is additional guidance about this section.

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Suspensions and permanent exclusions

Whole school suspensions

	2020/21	2021/22	2022/23
Total number of suspensions	10	3	23

Reasons for suspensions in the whole school in 2022/23

Persistent disruptive behaviour	22
Verbal abuse/threatening behaviour against an adult	9
Physical assault against a pupil	8
Physical assault against an adult	8
Damage	4
Verbal abuse/threatening behaviour against a pupil	2

	2020/21	2021/22	2022/23
Total number of pupils with 1 or more suspensions	6 (1.1% of cohort)	1 (1.2% of cohort)	9 (1.7% of cohort)
Comparison to all schools	Highest 20%	–	Highest 20%
Comparison to schools with a similar level of deprivation	–	–	–

Total number of pupils with 2 or more suspensions	3 (1.6% of cohort)	1 (1.2% of cohort)	8 (1.5% of cohort)
Comparison to all schools	Highest 20%	–	Highest 20%
Comparison to schools with a similar level of deprivation	–	–	–

Total number of pupils with 10 or more suspensions

0

0

0

Whole school permanent exclusions

	2020/21	2021/22	2022/23
Total number of permanent exclusions	0	0	0
National average permanent exclusions	0	0	0

Guidance

Suspensions were previously referred to as fixed term exclusions.

The suspensions and permanent exclusions data is one year behind and therefore may not relate to the same cohort as other IDSR data.

The whole school measure includes all year groups in the school.

The chart shows when the school percentage of pupils with 1 or more suspensions or 2 or more suspensions was in the highest 20% for ‘all schools’ or for ‘schools with a similar level of deprivation’. For the ‘all schools’ comparison, schools are compared with other schools in the same phase: primary (including middle deemed primary) or secondary (including middle deemed secondary and all throughs). Special schools are compared against the national distribution for secondary schools. For the ‘schools with a similar level of deprivation’ comparison, schools are compared with other schools in the same phase of education and with a similar level of deprivation (in the same IDACI quintile based on deprivation of the pupils in the school cohort). The similar deprivation comparison will not be visible for primary schools – we do not produce the comparison due to very low suspension rates.

The comparison data is only shown when the school is in the highest 20%.

There is no cohort threshold applied to the reasons table in this section. Up to 3 reasons can be recorded for each suspension or permanent exclusion. As such, the total number of reasons may exceed the total number of suspensions or permanent exclusions. The reasons table will only appear if there have been suspensions or permanent exclusions in the latest year.

The Department for Education provides the source data for this section.

There is additional guidance about this section.

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Links to alternative provision and other providers

URN	UKPRN	Companies House number	Postcode	Provider type	Provider name	Total pupils	Full time	Part time
777777	-	-	Postcode	Type of provider	Name of provider	2 (1)	1 (0)	1 (1)

Guidance

The table shows information about alternative provision placements. This section will appear for all schools that submitted information on alternative provision placements in the latest data.

The placements include alternative provision, companies, providers registered with the UK Register of Learning Providers, further education and other schools.

The total number of pupils is shown, as well as the number of pupils attending full time and part time. Numbers in brackets are additional pupils who were attending the alternative provision but left during the census period.

This is sourced from the Department for Education’s alternative placements data.

There is additional guidance about this section.

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Attainment in phonics and at key stage 2

  School difference from national has improved from comparator year
  School difference from national has improved slightly from comparator year
  Similar to comparator year or fewer than 11 pupils
  School difference from national has weakened slightly from comparator year
  School difference from national has weakened from comparator year

	2024 cohort	Performance in 2024	2024 value	2024 nat value	2024 vs 2023	2023 vs 2022
Multiplication tables check	71	Sig below national and 4th percentile	16	21
RWM KS2 expected standard %	72	Sig below national and 9th percentile	40	61
Writing KS2 expected standard %	72	Sig below national and 7th percentile	51	72
Mathematics KS2 expected standard %	72	Sig below national and 12th percentile	57	73
Reading KS2 high standard %	72	Sig below national and 16th percentile	17	29
Writing KS2 greater depth %	72	Sig below national and 15th percentile	2	13
Mathematics KS2 high standard %	72	Sig below national and 17th percentile	11	24
EGPS KS2 expected standard %	72	Sig below national and 6th percentile	50	72
EGPS KS2 high standard %	72	Sig below national and 18th percentile	17	32

Non-significant data

	2024 cohort	Performance in 2024	2024 value	2024 nat value	2024 vs 2023	2023 vs 2022
Phonics Y1 expected standard %	66	Not sig different to national and 47th percentile	82	80
Reading KS2 expected standard %	72	Not sig different to national and 20th percentile	67	74

• There were 64 pupils who were eligible for the phonics screening check in Year 1 in 2024; 59 of them sat the check and 5 did not. Of those who sat the check, 8 pupils did not meet the phonics expected standard.
• There were 17 pupils who were eligible for the phonics screening check in Year 2 in 2024; 13 of them sat the check and 4 did not. Of those who sat the check, 4 pupils did not meet the phonics expected standard.

Guidance

Arrows indicate whether the school, when compared to the national, has changed. A dark shaded upward arrow indicates that the school difference from national has improved from the comparator year (difference of at least 2 standard deviations).

A lighter shade upward arrow indicates the school difference from national has improved slightly from the comparator year (difference of at least 1 standard deviation). Arrows pointing downwards indicate a worsening in the difference to national, with the same shading rules.

A horizontal line means the school is similar to the comparator year (difference was less than 1 standard deviation OR there were fewer than 11 pupils in either of the years).

Cohort/entries shows the number of pupils included in the measure.

Sentences below the table provide further detail about attainment in phonics screening checks.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance about this section.

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Pupil groups

Primary - 2024 data

	FSM and/or CLA	Low prior	Middle prior	High prior
Reading KS2 expected standard %	Sig below national	–	–	–

Absence - 2023/24 (2 term)

No pupil groups were highlighted for this school.

Guidance

This section may contain up to three tables of measures, depending on the school phase. The ‘Primary’ and/or ‘Secondary’ tables display the performance of pupil groups at the corresponding phase of education. Measures are generated for the pupil groups FSM and/or children looked after (CLA) and low/middle/high prior attainers. The ‘Absence’ table displays absence rates of pupils eligible for FSM, pupils with SEN, and pupils with English as an additional language. Only the latest year’s data is assessed in this section.

For the tables of performance measures, shaded boxes and text will appear for a pupil group measure if both the measure is significantly different to the national comparator for that pupil group and the national comparison for a pupil group differs to the national comparison for the whole school. For example, if Progress 8 for all pupils was not significantly different to national but Progress 8 for low prior attainers was significantly above national, the low attainers group will be highlighted. If Progress 8 for all pupils and Progress 8 for low prior attainers were both significantly above national, then the group will not be highlighted.

The text and shading are based on significance when compared with the corresponding national value for each measure, with the exception of the FSM and/or CLA pupil group which is compared with the national for pupils who are not FSM and/or CLA.

For the ‘Primary’ table, please also note the following points:

• We do not currently present key stage 2 prior attainment groups. Once the first cohort of pupils assessed using the reception baseline reach year 6, these will be reintroduced.
• Pupil groups measures are based on the expected standard and do not appear for the high standard.
• Pupil groups measures for phonics and multiplication tables checks (MTC) do not appear in this section.

For the ‘Absence’ table, the shading and text generally follow the same rules as for the tables of performance measures, except that for absence the text and shading are based on quintile (highest/lowest 20%). For example, if the school percentage of persistent absentees for all pupils was not in the highest 20% nationally, but the school percentage of persistent absentees for pupils with SEN was in the highest 20% nationally, the SEN pupil group will be highlighted. If the school percentage of persistent absentees for all pupils and pupils with SEN were both in the highest 20% nationally, then the group will not be highlighted.

Tables are not produced for the following types of measures:

• Suspensions and exclusions.
• Performance for 16 to 18 – it was not possible to calculate pupil group measures for 16 to 18 in 2023, due to no value added or completion and attainment data being available as a result of COVID-19.

Pupil group differences can be meaningless when analysed at school level, particularly when groups relate to small cohorts. The conversation should be about meeting the needs of all pupils.

There is additional guidance which provides further detail for this section.